Language development as a joint process: Why the simultaneous learning of Form, Content, and Use is more a help than a hindrance
via zoomAbdellah Fourta (Aix-Marseille University & INRIA Paris) Abstract: To acquire language, children need to learn form (e.g., phonology), content (e.g., word meaning), and use (e.g., finding the right words to convey a communicative intent). The scientific study of language development has traditionally studied these dimensions separately. Indeed, one could imagine that children first acquire the […]
CoCoDev
via zoomKevin El Haddad is a researcher in affective computing and Human-Agent interaction at the University of Mons. Abstract: Smiles and laughs (S&L) are among the most frequent and informative non-verbal expressions used in our daily interactions. Their incorporation into machine's communication skills is therefore a must in order to improve human-agent interaction (HAI) applications quality […]
Evelina Fedorenko
via zoomLe séminaire se tiendra en visioconférence via le lien : https://univ-amu-fr.zoom.us/j/91316230672 Code secret : 631670 The first lunch talk of the year will take place on 22 October from 3 to 4.30 pm and it will be in visio. We will have the pleasure to listen to Evelina Fedorenko . You will find below […]
Temporal niches in auditory communication
Salle des voûtes, St Charles 3 place Victor Hugo, Marseille, FranceLuc. H Arnal and Keith B. Doelling, Institut de l’Audition, Centre Pasteur, Paris XII. Communication signals such as speech or music, are complex signals that exploit acoustic features in a wide array of timescales. The auditory system responds differently to each timescale creating opportunity for sound designers, composers and human talkers to exploit these temporal […]
CoCoDev
via zoomProduction practice is more effective than comprehension for second language learning Elise Hopman (University of Wisconsin-Madison) Abstract: Whereas most classroom-based language instruction traditionally emphasizes comprehension-based learning, memory research suggests that language production activities may provide a stronger learning experience than comprehension practice, due to the meaningfully different task demands involved in producing versus comprehending language. […]
CoCoDev
via zoomBabyBERTa: Learning More Grammar With Small-Scale Child-Directed Language Philip Huebner (University of Illinos, Urbana-Champaign) Abstract: Transformer-based language models have taken the NLP world by storm. However, their potential for addressing important questions in language acquisition research has been largely ignored. In this work, we examined the grammatical knowledge of RoBERTa (Liu et al., 2019) when […]
Computational study of active and interactive word learning
via zoomLieke Gelderloos, a Ph.D. researcher at Tilburg University, whose work is at the intersection of cognitive science, linguistics, and artificial intelligence The zoom link: https://univ-amu-fr.zoom.us/j/2515421853 Abstract: Models of cross-situational word learning typically characterize the learner as a passive observer. However, a language learning child can actively participate in verbal and non-verbal communication. We present a computational model […]
Aurélie Bidet-Caulet
FRUMAM 3 place Victor Hugo, Marseille, FranceHow does the human brain resist auditory distraction? One main challenge for the attentive brain is to resist distracting information. Auditory distraction can result from predictable irrelevant information (e.g. ongoing background noise) or from unexpected, transient and salient distracting events (e.g. phone ring, fire alarm…). Using intracranial EEG, scalp EEG and MEG data combined with […]
CoCoDev
via zoomTBA Okko Räsänen (Tampere University)
TBA
via zoomJonathan Ginzburg (Université de Paris)